EDTE 523: Second Language Lesson Planning Framework

Group members Jeremie, Michael, and Makiko

Language & Grade Core French 5

Unit theme Pizza

Accommodations - CH has writing issues

- TB and EG need adapted down
- Allow use of technology to write
- Give opportunity for challenges

Examine the BC curriculum for the relevant language and grade level, and brainstorm
ideas for language learning tasks that relate to your chosen theme.
● Ask peers about likes and dislikes of pizza toppings

● Make an infographic about vocabulary about pizza toppings.

● Full class interaction to order class pizza party

● Role-play someone ordering a pizza on the phone and a partner adding toppings to the pizza who either
repeats them back as they add toppings or present the pizza and see if it was what they wanted

Communicate learning objective

I can order my favourite pizza in French.

I can order pizza with additional toppings.

Target vocabulary and sentence structures

Vocabulary
Fromage, Sauce de tomate, Pepperoni, Champignon,
Onion, Saucisse, Poivre vert, Olive noir, Bacon, L’anana,
Croute, Croute mince, Croute farci(e)
Sentence structures
“Que veux-tu sur ta pizza?”, “Moi, j’aime _______ sur
ma pizza.”, "Ajoutez _____ s’il vout plait.”, “Oui, sa ses
qu’est ce que je voulais", “Non, ce n'est pas ce que je
veux.”, “On veut commander une pizza s’il vout
plait.”, “Merci!”

Assessment
What methods of assessment will be used? What criteria will be used to assess student
learning?

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Students will engage in an interactive activity of asking
each other what they like on their pizzas.
Through formative assessment teacher will observe
what students “can do”.
Shrum & Glisan’s TALK rubric is applied as follows:
T – talking in the target language; student interviews 5
different peers about their likes/dislikes favourite
toppings on pizza.

Peer assessment through the “making a pizza” activity
for each other with paper cutouts.
Teacher will also identify patterns of errors that will be
reviewed as a class.
Students will self-assess their progress with a thumbs
up, thumbs down, thumbs sideways (Good, not well,
and learning).
A – there is an acceptable level of accuracy; student
approximates the pronunciation of target vocabulary
and experiments with the new Q/A pattern.
L – the student is listening to his/her partner and is on
task; student records peers’ names on handout and
created pizzas.
K – the student is kind and cooperative; student is
supportive and encouraging of peers’ attempts to speak
French.

BC Curriculum Connections

Big Ideas With simple French, we can describe ourselves and our
What will interests.
Under
students
stand
understand? Reciprocal communication in French is possible using high-
frequency vocabulary and sentence structures.

Core Competency Communication - Connect and engage with others (to share
and develop ideas)

Thinking - Questioning and investigating

What will Personal and Social - Building Relationships

Do students do?
Curricular Respond to simple commands and instructions.
Competencies
Participate, with support, in simple interactions involving
everyday situations.

Express themselves and comprehend others through various

modes of presentations.
Know What will Content Standards French phonemes
students
know? Gender and number

Common, high-frequency vocabulary and sentence

structures for communicating meaning:

● Common questions

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 ● Likes, dislikes, preferences, and interests

Teaching & Learning Sequence

Connect: - Teacher welcomes class in french and explains that we will be learning how to
order a pizza in french.
Share learning
intention. - Play a song and ask students to take note of what toppings sound familiar and
which they do not know. https://www.youtube.com/watch?v=wxystpPE1xU
Review target
vocabulary. - Use whole class discussion to have students start by saying words they are
familiar with from the song. Teacher writes them on board.
(hook)
- Then have students say words they are not familiar with. Teacher writes them
on the board then explains what those words are.

- If any words are missed from our vocabulary list then go over those words
with students.

Process: Modeling:

Activities to extend - Teacher models an interaction in French about what we want/do not want on our
understanding. pizza.

Modeling, shared, and - Teacher writes the following sentence frames on the board:
guided practice. - “Que veux-tu sur ta pizza?”

- “Moi, j’aime _______ sur ma pizza.”

- Teacher models those sentences multiple times using the different pizza toppings
that we have listed as a class.

- Teacher demonstrate how to substitute different vocabulary into the

question/answer pattern.

Shared Practice:

- Teacher provides several examples of the Q/A patterns, substituting in different

toppings and students chorally repeat the target phrases. Switch back and forth by
teacher asking the questions/students answer and students asking the questions and
teacher answers.

Guided Practice:

- Students will take handouts with pictures of different toppings and go ask 5 different
students the question “Que veux-tu sur ta pizza?” when the other student answers,

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 circle on your worksheet what topping(s) they wanted. Then show the student what
you circled to make sure you understood what they said.

Transform: Collaborative Practice:

Application of learning, Interactive activity--”Making a pizza”. In a group of 4, students will ask each other
personal and ‘real life’ what they would like on their pizza and create a pretend pizza with paper cutout
applications. toppings. Peer assessment through showing each other the pizza they created and
affirming if they have the right toppings or not. They will interact with 3 different
Interactive task that people within their group. Before beginning the activity, the teacher will model the
supports meaningful task with a volunteer. After reviewing the criteria (TALK Rubric) and checking for
communication (role understanding, students will begin the activity. As the students are carrying out the
play, information or task, the teacher circulates to interact with students and to engage in formative
opinion gap). assessment.

Closure: Teacher brings students back together and congratulates them on their risk taking.
Teacher reviews the vocabulary and the target question/answer pattern. Teacher
Solidify and deepen the revisits the learning intention and asks students to self-assess and reflect on their
learning progress using a thumbs up, thumbs down, thumbs sideways in front of their chest
depending on how they felt.
✔ Connect back to the
learning intention. Teacher lets students know that they will use the information on the handouts next
class to describe their peers’ likes and dislikes: “Sebastian aime _______ sur ta pizza.”
✔ Connect to next
learning. Students place their handouts in their French duotangs.

Universal Supports
● Provide audio/video resources ex: je suis un pizza song.

● Review vocabulary from previous lessons and use visuals and gestures to support learning.

● Use the Gradual Release of Responsibility Model to teach new language structures.

● Ensure that the vocabulary with visuals, and question/answer pattern remain on the board for reference

● Step in to assist students with pronunciation and language forms as needed. Use respectful error
correction techniques (e.g., reformulation; ask a question that prompt students to self-correct) when
appropriate. Take notes on patterns of errors to review as a class.

● Provide reference materials to extend learning (e.g., dictionaries). Students can look up other fruits and
incorporate the new vocabulary into their conversations.

● In follow-up lesson, incorporate authentic resources and ask students to identify the “gist” of the
message

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Organizational/Management Strategies
Consider how you will organize the learners, groupings, activities, transitions, and materials to
anticipate a smooth lesson. Use your own wording and creativity to identify at least 5
organizational/management strategies.
● All materials will be ready to go so that transitions between activities are smooth.

● Teacher will use proximity and gentle reminders to manage off-task behaviours.

● All activities will be modeled, and teacher will check for understanding before beginning.

● Teacher will create the groups ahead of the time and be intentional about which students to put
together to help manage off-task behaviours.

● Students will be asked to return to their desks when they have completed the interactive activity.

● Students are reminded to be kind and supportive of their peers’ attempts to speak French.

Resources, Materials & Preparation

Identify the materials and preparation that are required and cite the sources of all the resources you
used to develop this lesson plan.

● This lesson was informed by the chapter “Building toward proficiency with interactive tasks” (Curtain &
Dhalberg, 2016), the Cult of Pedagogy Podcast “How world language teaching has evolved” (Gonzalez,
2019), the chapter “Developing language awareness: Discovering patterns (Anderson et al., 2008), the
“Gradual Release of Responsibility Model” (Pearson & Gallagher, 1983, as cited in Anderson et al., 2010),
the handbook titled “A Guide to Reflective Practice for Core French Teachers- Module 2: Positive
Learning Environment” (Curriculum Services Canada (n.d.), and the Talk Rubric (Shrum & Glisan, as cited
in Terrill, 2010).

● Song: https://www.youtube.com/watch?v=wxystpPE1xU

● Materials & preparation include: a computer and digital projector; handout with pictures of pizza
toppings; scissors; pizza template